A Model for the Inclusion of the Bicultural Perspective in the Formulation of Educational Policy

Abstract

This paper addresses the need for inclusion of minority perspectives in the educational policy making and decision making process of the public schools and describes a method of decision making that can be used to enhance that inclusion. The first section discusses the development of utility based decision making and presents a rationale for the inclusion of the minority perspective in the formulation of educational policy. A utility based discrepancy analysis model (U.B.D.A.M.) designed to facilitate the inclusion and management of multiple perspectives is described. Examples from school settings are used to illustrate how the model can be used by the school administrator to respond to minority concerns in the policy formulation process.